2024-03-28T11:24:55Z
http://journal.unipdu.ac.id/index.php/educate/oai
oai:ojs.test1.journal.unipdu.ac.id:article/645
2017-03-07T06:13:13Z
educate:ART
oai:ojs.pkp.sfu.ca:article/656
2019-04-06T01:51:42Z
educate:ART
STRATEGIES TO REDUCE GRAMMATICAL OVERGENERALIZATION IN ESL STUDENTS' WRITTEN ENGLISH
Yusuf, Adi
STRATEGIES TO REDUCE GRAMMATICAL OVERGENERALIZATION IN ESL STUDENTS' WRITTEN ENGLISH
Universitas Pesantren Tinggi Darul Ulum Jombang
2019-04-01
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
http://journal.unipdu.ac.id/index.php/educate/article/view/656
Educate; Vol. 2 No. 2 (2013)
Educate; Vol 2 No 2 (2013)
2301- 5101
eng
http://journal.unipdu.ac.id/index.php/educate/article/view/656/564
oai:ojs.pkp.sfu.ca:article/657
2019-04-06T01:51:42Z
educate:ART
THE INTERNAL CONSISTENCY OF UNIPDU'S ENGLISH PROFICIENCY TEST
Fanani, Achmad
THE INTERNAL CONSISTENCY OF UNIPDU'S ENGLISH PROFICIENCY TEST
Universitas Pesantren Tinggi Darul Ulum Jombang
2019-04-01
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
http://journal.unipdu.ac.id/index.php/educate/article/view/657
Educate; Vol. 2 No. 2 (2013)
Educate; Vol 2 No 2 (2013)
2301- 5101
eng
http://journal.unipdu.ac.id/index.php/educate/article/view/657/565
oai:ojs.pkp.sfu.ca:article/658
2019-04-06T01:51:42Z
educate:ART
A CRITICAL PERIOD IN THE ACQUISITION OF PHONOLOGY AND SYNTAX IN A SECOND LANGUAGE
farid, achmad
A CRITICAL PERIOD IN THE ACQUISITION OF PHONOLOGY AND SYNTAX IN A SECOND LANGUAGE
Universitas Pesantren Tinggi Darul Ulum Jombang
2019-04-01
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
http://journal.unipdu.ac.id/index.php/educate/article/view/658
Educate; Vol. 2 No. 2 (2013)
Educate; Vol 2 No 2 (2013)
2301- 5101
eng
http://journal.unipdu.ac.id/index.php/educate/article/view/658/566
oai:ojs.pkp.sfu.ca:article/659
2019-04-06T01:51:42Z
educate:ART
HIPOTESIS KRASHEN: BENTUK PEMEROLEHAN BAHASA KEDUA DALAM PENGAJARAN BAHASA JEPANG
Laili, Nurul
HIPOTESIS KRASHEN: BENTUK PEMEROLEHAN BAHASA KEDUA DALAM PENGAJARAN BAHASA JEPANG
Universitas Pesantren Tinggi Darul Ulum Jombang
2019-04-01
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
http://journal.unipdu.ac.id/index.php/educate/article/view/659
Educate; Vol. 2 No. 2 (2013)
Educate; Vol 2 No 2 (2013)
2301- 5101
eng
http://journal.unipdu.ac.id/index.php/educate/article/view/659/567
oai:ojs.pkp.sfu.ca:article/660
2019-04-06T01:51:42Z
educate:ART
IMPROVING THE STUDENTS' ABILITY IN WRITING REPORT PARAGRAPH THROUGH GROUP INVESTIGATION IN COOPERATIVE LEARNING
Saifuddin, Muhammad
IMPROVING THE STUDENTS' ABILITY IN WRITING REPORT PARAGRAPH THROUGH GROUP INVESTIGATION IN COOPERATIVE LEARNING
Universitas Pesantren Tinggi Darul Ulum Jombang
2019-04-01
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
http://journal.unipdu.ac.id/index.php/educate/article/view/660
Educate; Vol. 2 No. 2 (2013)
Educate; Vol 2 No 2 (2013)
2301- 5101
eng
http://journal.unipdu.ac.id/index.php/educate/article/view/660/568
oai:ojs.pkp.sfu.ca:article/661
2019-04-06T01:51:42Z
educate:ART
APLIKASI KOMUNIKASI NON-VERBAL DI DALAM KELAS
Maisarah, Maisarah
Maisarah, S.S., M.Si
Inmai5@yahoo.com
Universitas Pesantren Tinggi Darul Ulum Jombang
Abstrak
Artikel ini berisi tentang pentingnya komunikasi non verbal di dalam kelas. Komunikasi non verbal mencakup proses mengirimkan dan menerima pesan secara eksplisit namun tetap tersampaikan secara baik. Beberapa hal yang menjadi dasar pemilihan komunikasi non verbal dari pada verbal antara lain: Pertama, bahwa kata memiliki kerterbatasan dalam mengisyaratkan sesuatu sehingga komunikasi non verbal dirasa lebih efektif. Kedua, pribadi seseorang dapat terungkap dengan baik melalui komunikasi non verbal. Ketiga, karena pesan-pesan non verbal tidak dapat dengan mudah dikontrol, maka ia dianggap lebih murni. Keempat perasaan seseorang tentang sesuatu yang dianggap tidak sesuai etika juga dapat tercermin dari pesan-pesan non verbal. Komunikasi non verbal berperan penting dalam proses pengajaran karena dapat meningkatkan kedekatan secara psikologis antara pengajar dengan siswa. Kepekaan terhadap perilaku non verbal siswa dapat dibaca dengan baik sehingga dapat memperkuat hubungan antara pengajar dan siswa dalam pembelajaran. Komunikasi non verbal dapat terbentuk melalui kontak mata, ekspresi wajah, gestur, dll. Keterampilan dan strategi dalam menunjukkan komunikasi non verbal sangat berpengaruh dalam proses belajar mengajar karena dalam menciptakan suasana belajar yang kondusif tidak hanya diperlukan kemampuan verbal tetapi juga kemampuan non verbal.
Keywords: komunikasi non verbal, komunikasi verbal
Universitas Pesantren Tinggi Darul Ulum Jombang
2019-04-01
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
http://journal.unipdu.ac.id/index.php/educate/article/view/661
Educate; Vol. 2 No. 2 (2013)
Educate; Vol 2 No 2 (2013)
2301- 5101
eng
http://journal.unipdu.ac.id/index.php/educate/article/view/661/569
oai:ojs.test1.journal.unipdu.ac.id:article/817
2017-05-06T06:00:35Z
educate:ART
oai:ojs.pkp.sfu.ca:article/819
2019-04-21T06:24:22Z
educate:ART
USING ENGLISH TO ENHANCE THE ELEMENTARY SCHOOL STUDENTS’ SENSE OF NATIONALISM
Fanani, Achmad
English is an international language and is used worldwide. Hence, it must be mastered by anyone who would like to interact and succeed internationally. Learning English is very important to do since early ages (more specifically since elementary school) to have better result. Unfortunately the government has made unpopular decision by removing English subject from the elementary school curriculum because of its potential to reduce the students’ sense of nationalism. In fact, there is no scientific evidence that prove learning English in early age can only reduce the students’ sense of nationalism. Indonesian people have been for long time dealing with foreign languages such as Arabic, Dutch, and Japanese. But the nationalism of Indonesian people in general remains high. In short, there is no need to remove this subject from the curriculum. Teaching English is actually can be used to raise the sense of nationalism. At least there are two ways that can be applied: internalization of nationalism values into the teaching materials and using songs of nationalism. Through these techniques it is expected that not only the children’s English but also their sense of nationalism will increase.
Keywords: English, nationalism, internalization of values, nationalism songs
Abstrak
Bahasa Inggris adalah bahasa internasional dan digunakan di seluruh dunia. Oleh karena itu, ia harus dikuasai oleh siapapun yang ingin berinteraksi dan meraih kesuksesan secara internasional. Belajar bahasa Inggris sangat penting dilakukan sejak usia dini (lebih khusus lagi sejak SD) agar hasilnya lebih baik. Sayangnya pemerintah telah membuat keputusan yang tidak populer dengan menghapus pelajaran bahasa Inggris dari kurikulum sekolah dasar karena berpotensi mengurangi rasa nasionalisme siswa. Padahal, tidak ada bukti ilmiah yang membuktikan pembelajaran bahasa Inggris di usia dini bisa mengurangi rasa nasionalisme siswa. Orang Indonesia telah lama berurusan dengan bahasa asing seperti bahasa Arab, Belanda, dan Jepang. Tapi nasionalisme masyarakat Indonesia pada umumnya tetap tinggi. Singkatnya, tidak perlu mengeluarkan mata pelajaran Bahasa Inggris dari kurikulum. Pengajaran bahasa Inggris sebenarnya bisa digunakan untuk meningkatkan rasa nasionalisme. Setidaknya ada dua cara yang bisa diterapkan: internalisasi nilai nasionalisme ke dalam bahan ajar dan menggunakan lagu nasionalisme. Melalui dua cara ini diharapkan tidak hanya bahasa Inggris anak-anak yang meningkat tetapi juga rasa nasionalisme mereka.
Kata kunci: bahasa Inggris, nasionalisme, internalisasi nilai, lagu nasionalisme
Universitas Pesantren Tinggi Darul Ulum Jombang
2015-04-09
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
http://journal.unipdu.ac.id/index.php/educate/article/view/819
Educate; Vol. 4 No. 2 (2015)
Educate; Vol 4 No 2 (2015)
2301- 5101
eng
http://journal.unipdu.ac.id/index.php/educate/article/view/819/611
oai:ojs.pkp.sfu.ca:article/820
2019-04-21T06:24:22Z
educate:ART
A PPP (PRESENTATION, PRACTICE, AND PRODUCTION) PHASE METHOD OF TEACHING SPEAKING TO UNIVERSITY STUDENTS
Yusuf, Adi
Teaching speaking is considered as the “interesting and challenging activity”. Indeed, it needs various ways in order to make students “active in speaking” during the class. This article would like to present the three phases, namely a PPP (Presentation, Practice, and Production) method in “teaching speaking to university students”. The fundamental principles of using this method is that the “students are smart and creative”. Eventhough, they are considered as “intelligent and creative”, teachers still need to guide or control them to anticipate any errors made by the students. Furthermore, it is important for teachers to know when to give “instant correction” in class. When the class is focused on accuracy, teachers can give an “instant correction”. On the other hand, when it is focused on “fluency”, it is not suggested that teachers give “instant correction” and this may interfere with the goals of activity.
Keywords: Presentation, Practice, Production, accuracy, fluency
Abstrak
Mengajar kelas speaking bisa dianggap sebagai aktivitas yang menarik dan menantang. Berbagai cara benar-benar perlu dilakukan untuk membuat para siswa aktif dalam berbicara selama pelajaran. Artikel ini membahas tentang tiga tahapan, yaitu sebuah metode PPP (Presentation, Practice, and Production) yang diterapkan dalam “mengajar speaking” pada mahasiswa. Landasan dalam menggunakan metode ini adalah bahwa mahasiswa pandai dan kreatif. Meskipun, demikian pengajar masih perlu “membimbing atau mengontrol” mereka untuk mengantisipasi adanya kesalahan. Di samping itu, pengajar harus tahu kapan waktu yang tepat untuk memberikan “koreksi langsung” di kelas. Ketika kelas sedang difokuskan pada “ketepatan”, pengajar bisa memberikan “koreksi langsung”. Sebaliknya, ketika kelas sedang difokuskan pada “kepasihan/ kelancaran”, sebaiknya pengajar tidak memberikan “koreksi langsung” dan hal ini bisa mengganggu tujuan aktifitas kelas.
Kata kunci: Presentation, Practice, Production, accuracy, fluency
Universitas Pesantren Tinggi Darul Ulum Jombang
2015-04-06
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
http://journal.unipdu.ac.id/index.php/educate/article/view/820
Educate; Vol. 4 No. 2 (2015)
Educate; Vol 4 No 2 (2015)
2301- 5101
eng
http://journal.unipdu.ac.id/index.php/educate/article/view/820/612
oai:ojs.test1.journal.unipdu.ac.id:article/822
2017-07-27T03:11:30Z
educate:ART
oai:ojs.test1.journal.unipdu.ac.id:article/823
2017-07-27T03:11:30Z
educate:ART
oai:ojs.test1.journal.unipdu.ac.id:article/824
2017-07-27T03:11:30Z
educate:ART
oai:ojs.pkp.sfu.ca:article/825
2019-04-21T06:24:22Z
educate:ART
PROMOTING NATIONALISM IN TEACHING ENGLISH TO PRIMARY SCHOOL STUDENT
Anjarwati, Rosi
Primary School in Indonesia is considered to be a basic formal education which has some specific objectives. It is believed that nationalism should be introduced in these ages to build a person with good nationalism character. Anxiety about young generation’s national character causes consideration of removing English subject from Primary school curriculum while today’s demand of English competency is very high. Many people worry about the influence of western culture that can omit students’ national character if it is taught from Primary School level. In fact, the importance of teaching English at early age is clearly needed to create qualified Indonesian human resources in the future. This article aims to propose idea which can give solution to maintain nationalism through teaching English at primary school by giving some alternative models of teaching method and suggested materials.
Key words: Nationalism, Primary School, teaching English
Sekolah Dasar di Indonesia adalah pendidikan dasar formal yang memiliki beberapa tujuan tertentu. Banyak pendapat meyakini bahwa nasionalisme seharusnya diperkenalkan pada masa masa ini untuk membentuk insan berkarakter nasional yang baik. Kekhawatiran terhadap karakter nasional generasi muda menjadi pertimbangan dihapusnya mata pelajaran Bahasa Inggris di kurikulum Sekolah Dasar, disisi lain kebutuhan untuk memiliki kompetensi berbahasa Inggris sangatlah tinggi. Banyak orang khawatir terhadap pengaruh budaya barat yang dapat mengilangkan karakter nasional siswa jika Bahasa Inggris diajarkan mulai tingkat Sekolah Dasar. Kenyataanya, pentingnya pengajaran Bahasa Inggris sejak dini sangat diperlukan untuk menciptakan sumber daya manusia yang berkualitas di masa yang akan datang. Artikel ini bertujuan untuk mencetuskan ide yang dapat menjadi solusi mempertahankan nilai nilai nasionalisme melalui pengajaran Bahasa Inggris di Sekolah Dasar dengan memberi beberapa contoh metode pembelajaranalternatif beserta materinya.
Kata Kunci: Nasionalisme, Sekolah Dasar, pengajaran Bahasa Inggris
Universitas Pesantren Tinggi Darul Ulum Jombang
2015-05-09
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
http://journal.unipdu.ac.id/index.php/educate/article/view/825
Educate; Vol. 4 No. 2 (2015)
Educate; Vol 4 No 2 (2015)
2301- 5101
eng
http://journal.unipdu.ac.id/index.php/educate/article/view/825/616
oai:ojs.pkp.sfu.ca:article/882
2019-04-21T06:24:22Z
educate:ART
DESIGNING A READING TEACHING MATERIAL BASED ON THE STUDENTS’ WEAKNESS POINTS IN ANSWERING UN READING TESTS AT SMA EXCELLENT AL-YASINI IN ACADEMIC YEAR 2014/2015
Hidayati, Putri Nurul
The senior high school students often had difficulty understanding and answering UN Reading questions so that they had English UN scores less than 4,00. This research is aimed at designing a reading teaching material for the twelfth grade students of SMA Excellent Al-Yasini Kraton Pasuruan. The teaching material was based on the students’ weakness points in answering UN reading questions. The method used of this research was quantitative analysis. Meanwhile, the sampling was cluster random consisting of 20 students. The data were collected through test and analyzed by using percentage calculation. The findings of this research as follows, the students mainly had difficulty on three types of questions in explanation text: word meaning (100%), unstated information (90%), and main idea (80%), in discussion text, it was identified that the students had problem dealing unstated information (85%) and detailed information (75%), the most problematic question for the students in news item was detailed information (95%) and in exposition text, detailed information (85%) was also the students’ difficulty. Based on the findings, it can be concluded that the teaching material developed consisted of the materials that were in accordance with the students’ proficiency level as shown by the results of the research
Key word: UN, student’s needs, teaching material
Universitas Pesantren Tinggi Darul Ulum Jombang
2015-05-09
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
http://journal.unipdu.ac.id/index.php/educate/article/view/882
Educate; Vol. 4 No. 2 (2015)
Educate; Vol 4 No 2 (2015)
2301- 5101
eng
http://journal.unipdu.ac.id/index.php/educate/article/view/882/639
oai:ojs.pkp.sfu.ca:article/883
2019-04-21T06:24:22Z
educate:ART
COMMON ERRORS IN STUDENTS’ SPELLING ON THE REQUIRED WORDS FOR THE SEVENTH GRADERS
Sari, Ida Rukmana
The beginner level students often make mistakes and errors in producing L2 (second language). The errors in students’ writing may occur in paragraphs, punctuations, articles, spellings, and conjunctions. Therefore it is not rare when L2 learners write words freely as they heard, for example, a student might write “Spel it rait” for “Spell it right” or “Shi is my techer” for “She is my teacher”. Based on such phenomenon, this study investigated the spelling errors commonly made by the students in writing the required words for the 7th grade. The design of this study was descriptive qualitative. The analysis was based on the errors analysis theory. The data were the students writing on the required words and the result of interview with the students. The respondents of this study were eight students that were categorized as novice low students. The data were analyzed to know the types of errors that the students commonly made and the factors that underlay the errors.
The result of this study showed that the errors related to the interference of Bahasa Indonesia into English. Spelling errors for all respondents were highly concentrated in unrecognizable and substitution. Students’ spelling errors in unrecognizable were 141, substitutions 79, omission 50, addition 24 and segmentation 11 words. The factors contributing to the errors were markedness and language distance. The errors made by the students regarding to interference are most contributing the errors as well because some elements in L2 (English) are pertained more marked compared to those in L1 (Bahasa Indonesian). The linguistic difference between L1 and L2 also brings difficulties in the acquisition of L2. The language system in both language families is fundamentally different.
The important results of this research is that the difference between L1 and L2 spelling systems result in errors of spelling in the L2. An understanding of the structure of L1 spelling and the mistakes made in the spelling of the word of L2, as well as an understanding of the level of knowledge the learners have about the structure of L1 and L2 spelling systems, will help the course of teaching and learning. In consequence, giving more practice and drilling on the required words that were frequently written incorrectly will be very useful in teaching process.
Keywords: L1 interference, Markedness, Novice low
Universitas Pesantren Tinggi Darul Ulum Jombang
2015-08-05
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
http://journal.unipdu.ac.id/index.php/educate/article/view/883
Educate; Vol. 4 No. 2 (2015)
Educate; Vol 4 No 2 (2015)
2301- 5101
eng
http://journal.unipdu.ac.id/index.php/educate/article/view/883/640
oai:ojs.pkp.sfu.ca:article/884
2019-04-25T02:46:44Z
educate:ART
PENGGUNAAN ROLE PLAY UNTUK MENINGKATKAN KEMAMPUAN SPEAKING SISWA SMP DI JOMBANG
Fatimatuzzahro, Amanita
Speaking ability is an important factor for people in learning a language, but there are many difficulties faced by the eighth grade students of SMP DU 1. There are lack of vocabulary, motivation, and self confidence. Besides, only 40% of 29 students (11) can pass the target score of KKM (75). Therefore the researcher used role play technique to solve the students’ problems and to improve the students’ speaking ability. There are three kinds of role play, but this research used multiple role play.
This research used Classroom Action Research (CAR) based on Kemmis and McTaggart which consists of planning, acting, observing and reflecting. This research used descriptive analysis which is supported by the quantitative and qualitative data. The quantitative data obtained by analyzing the result of students’ achievement test. Then, the qualitative data obtained by analyzing from the result of observation as the students’ involvement.
The finding of this research indicated that the implementation of role play technique was successful. From the result of test in cycle, it showed that 26 of the students or 89% of the 29 students could pass the target score. Besides, the result of observation showed that by using role play technique, the students were actively involved during teaching and learning process. However, the improvement of speaking skill through role play could be obtained when role play were conducted under the following situations :1)The role play consisted of small groups of students (each group ideally consisted of two or three students), 2)The explanation of the material and the direction of role play were slowly delivered, 3)The teacher gave role orientation because it made the students easier to understand the task, 4) The students brought their dictionary to help them translate the expressions.
Key words : Speaking, Teaching speaking, Role play, Multiple role play.
Universitas Pesantren Tinggi Darul Ulum Jombang
2015-05-08
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
http://journal.unipdu.ac.id/index.php/educate/article/view/884
Educate; Vol. 4 No. 2 (2015)
Educate; Vol 4 No 2 (2015)
2301- 5101
eng
http://journal.unipdu.ac.id/index.php/educate/article/view/884/641
oai:ojs.pkp.sfu.ca:article/927
2019-04-21T06:26:44Z
educate:ART
PENGEMBANGAN SILABUS BAHASA INGGRIS KEBIDANAN DI UNIPDU SESUAI DENGAN LEVEL 5 KKNI (SEBUAH ANALISIS KEBUTUHAN)
Fitriana, Irta
This research is based on the fact that the syllabus for learning English at D-3 Midwifery Unipdu Jombang was not appropriate with the needs of the profession of a midwife. The results showed that the syllabus? content of English required by the graduate of D3 midwifery Unipdu is as follows: General expressions: 1) common phrases to start and end a conversation with a client. 2) The introductory phrases. 3) Therapeutic greetings. 4) Numbers. 5) Time expressions. 6) Phrases to praise. 7) Phrases to calm someone. Grammar: 1) Yes / No questions / Wh questions. 2) Imperative sentences. Vocabulary: 1) Vocabulary about teens? physical changes. 2) Vocabulary on adolescent mental changes. 3) Vocabulary of the human?s reproductive system. 4) Vocabulary related to pregnancy. 5) Vocabulary related to patient's vital signs. 6) Vocabulary of human?s reproductive system. 7) Vocabulary related to childbirth. 8) Vocabulary related to signs of labor. 9) Vocabulary of stages of labor. 10) Vocabulary of after birth. 11) Vocabulary of contraception. 12) Vocabulary of newborn care. 13) Vocabulary of infant feeding. 14) Vocabulary of reproductive disorders in women
Keywords: Syllabus, KKNI level 5, Needs Analysis
Universitas Pesantren Tinggi Darul Ulum Jombang
2017-10-09
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
http://journal.unipdu.ac.id/index.php/educate/article/view/927
Educate; Vol. 4 No. 1 (2015)
Educate; Vol 4 No 1 (2015)
2301- 5101
Copyright (c) 2017 Educate
oai:ojs.test1.journal.unipdu.ac.id:article/928
2017-10-09T03:14:22Z
educate:ART
oai:ojs.pkp.sfu.ca:article/929
2019-04-21T06:26:44Z
educate:ART
DESIGNING A READING TEACHING MATERIAL BASED ON THE STUDENTS’ WEAKNESS POINTS IN ANSWERING UN READING TESTS AT SMA EXCELLENT AL-YASINI
Hidayati, Putri Nurul
Fanani, Achmad
The senior high school students often had difficulty understanding and answering UN Reading questions so that they had English UN scores less than 4,00. This research is aimed at designing a reading teaching material for the twelfth grade students of SMA Excellent Al-Yasini Kraton Pasuruan. The teaching material was based on the students? weakness points in answering UN reading questions. The method used of this research was quantitative analysis. Meanwhile, the sampling was cluster random consisting of 20 students. The data were collected through test and analyzed by using percentage calculation. The findings of
this research as follows, the students mainly had difficulty on three types of questions in explanation text: word meaning (100%), unstated information (90%), and main idea (80%), in discussion text, it was identified that the students had problem dealing unstated information (85%) and detailed information (75%), the most problematic question for the students in news item was detailed information (95%) and in exposition text, detailed information (85%) was also the students? difficulty. Based on the findings, it can be concluded that the teaching material developed consisted of the materials that were in accordance with the students? proficiency level as shown by the results of the research
Universitas Pesantren Tinggi Darul Ulum Jombang
2017-10-09
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
http://journal.unipdu.ac.id/index.php/educate/article/view/929
Educate; Vol. 4 No. 1 (2015)
Educate; Vol 4 No 1 (2015)
2301- 5101
eng
http://journal.unipdu.ac.id/index.php/educate/article/view/929/646
Copyright (c) 2017 Educate
oai:ojs.pkp.sfu.ca:article/930
2019-04-21T06:26:44Z
educate:ART
PELAFALAN BUNYI PANJANG BAHASA JEPANG PADA MAHASISWA, PENGAJAR DAN PENUTUR ASLI BAHASA JEPANG PROGRAM STUDI PENDIDIKAN BAHASA JEPANG UNIVERSITAS BRAWIJAYA.
Febriyanti, Rike
Indrowaty, Sri Aju
Penelitian ini menunjukkan bahwa (1) pelafalan kosakata bunyi panjang yang dihasilkan pengajar dan mahasiswa cenderung lebih pendek daripada penutur asli. (2) Tidak ada perbedaan yang signifikan antara pelafalan kosakata bunyi panjang oleh pengajar dengan penutur asli. (3) Tidak ada perbedaan yang signifikan antara pelafalan kosakata bunyi panjang oleh mahasiswa dengan penutur asli. (4) Pelafalan kosakata bunyi panjang oleh mahasiswa lebih pendek daripada pengajar tetapi data pelafalan kosakata bunyi panjang oleh pengajar standar deviasinya sangat tinggi daripada mahasiswa dan penutur asli.
Kata Kunci: pelafalan, kosakata bunyi panjang, guru, murid, penutur asli
Universitas Pesantren Tinggi Darul Ulum Jombang
2017-10-09
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
http://journal.unipdu.ac.id/index.php/educate/article/view/930
Educate; Vol. 4 No. 1 (2015)
Educate; Vol 4 No 1 (2015)
2301- 5101
eng
http://journal.unipdu.ac.id/index.php/educate/article/view/930/647
Copyright (c) 2017 Educate
oai:ojs.pkp.sfu.ca:article/931
2019-04-21T06:26:44Z
educate:ART
IMPROVING THE EIGHTH YEAR STUDENTS’ READING COMPREHENSION BY USING NUMBERED HEADS TOGETHER (NHT) AT SMP MUHAMMADIYAH 2 KALISAT – JEMBER
Saifuddin, Muhammad
Wijaya, Dedi Malik
Reading refers to the ability to read and understand the written text. Reading is one way to find
information. The use of Numbered Heads Together (NHT) model offered the students to work in groups and help them out to improve their reading comprehension. This research was done through cycle model and the data of the research were taken from the result of observation and
reading test. After having two cycles of the implementation, it showed that there was an
improvement. The students? active participation increased from 60,86% to 73.91% while the result of students reading test increased from 60,86% of the students to 73.91% or 17 students. Based on this result, it can be concluded that the use of NHT could improve the eighth year
students? reading comprehension.
Universitas Pesantren Tinggi Darul Ulum Jombang
2017-10-09
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
http://journal.unipdu.ac.id/index.php/educate/article/view/931
Educate; Vol. 4 No. 1 (2015)
Educate; Vol 4 No 1 (2015)
2301- 5101
eng
http://journal.unipdu.ac.id/index.php/educate/article/view/931/648
Copyright (c) 2017 Educate
oai:ojs.pkp.sfu.ca:article/932
2019-04-21T06:26:44Z
educate:ART
COMMUNICATIVE LANGUAGE TEACHING: IMPLICATIONS FOR THE COMMUNICATIVE CLASSROOM
Farid, Achmad
A linguistically informed teacher about views of language can either adopt structuralist or
functionalist approach to successfully teach language in his/her classroom. The Communicative
Language Teaching is aimed at attracting second language learners to purposeful classroom activities in which learners use and reproduce language as it is practiced in real communication beyond the classroom in meaningful situations. To achieve this, a linguistically well-informed language teacher needs to focus on his role as a facilitator, an interdependent member of the classroom, a needs analyst, a counsellor, and a group activity manager. In addition, the teacher needs to remember that in communicative classroom students negotiate (for meaning) between themselves in their own ways in the classroom communications. Therefore, a linguistically well-informed teacher needs to consider what classroom activities he needs to pick up to achieve the ultimate goal of the CLT, which is the communicative competence.
Universitas Pesantren Tinggi Darul Ulum Jombang
2017-10-09
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
http://journal.unipdu.ac.id/index.php/educate/article/view/932
Educate; Vol. 4 No. 1 (2015)
Educate; Vol 4 No 1 (2015)
2301- 5101
eng
http://journal.unipdu.ac.id/index.php/educate/article/view/932/649
Copyright (c) 2017 Educate
oai:ojs.pkp.sfu.ca:article/933
2019-04-21T06:26:44Z
educate:ART
PENGEMBANGAN SILABUS TOEFL READING UNTUK MAHASISWA PRODI SELAIN BAHASA INGGRIS DI UNIPDU JOMBANG
Suciati, Endang
sarah, Mai
Penelitian ini didasari pada fakta bahwa silabus TOEFL Reading yang selama ini digunakan di Unipdu Jombang masih dirasa kurang memenuhi kebutuhan para mahasiswa, sebab hanya terdiri dari materi dan sejumlah latihan soal serta kunci jawaban dengan pembahasan singkat. Secara ringkas, penelitian ini menggunakan dua tahap analisis. Pertama, dianalisis jenis soal-soal apa sajakah yang sering muncul pada TOEFL reading. Langkah kedua yaitu mengidentifikasi jenis soal yang menjadi kelemahan para mahasiswa. Penelitian ini menggunakan analisis kebutuhan berupa survey. Responden sejumlah 25 orang diberikan tes. Materi tes tersebut yaitu soal-soal reading yang sering muncul dalam TOEFL. Dari hasil tes tersebut, dapat ditarik kesimpulan mengenai materi apa saja yang harus disampaikan dalam pelatihan TOEFL reading untuk 3 pertemuan. Materi-materi tersebut adalah: vocabulary, reference, topic, exception, inference, dan passage organization
Kata Kunci: TOEFL Reading, Analisis Kebutuhan, Silabus.
Universitas Pesantren Tinggi Darul Ulum Jombang
2015-05-07
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
http://journal.unipdu.ac.id/index.php/educate/article/view/933
Educate; Vol. 4 No. 1 (2015)
Educate; Vol 4 No 1 (2015)
2301- 5101
eng
http://journal.unipdu.ac.id/index.php/educate/article/view/933/650
Copyright (c) 2017 Educate
oai:ojs.test1.journal.unipdu.ac.id:article/1499
2019-04-01T02:32:13Z
educate:ART
oai:ojs.pkp.sfu.ca:article/1500
2019-04-06T01:51:42Z
educate:ART
THE EFFECT OF ROLE PLAYING TECHNIQUE APPLIED ON STUDENTS` SPEAKING COMPETENCE
Budiana, Kartika Marta
This study aims to see the effect of the role playing technique application in on students` speaking competence, that covers (1) How is the effect of Role Playing teaching technique applied to the students` speaking competence on experimental class; and (2) How is the effect of conventional teaching applied to students` speaking competence on control class.
The study based on the several language teaching technique principles such as the role playing technique and the speaking itself and some related previous studies. This study uses quantitative approach, specifically the experimental one. In this technique, there are two groups as the subjects, experimental and control and two instruments. The experimental group contains thirty students and the control group contains twenty five students. The experimental group has the role playing technique as the treatment, while the control doesn`t. Before the treatment given, both of the group is given the pre-test to check their ability level. Then, after the treatment is given, the post-test is given to the both groups. The instruments to get the data are the oral test and questionnaire for the discussion. The subjects are the students of Junior High 2 level book program in YPIA English Course, Jalan Sumatera Branch, Surabaya. The data of this study is students` score and from the tests` score it can be seen there is a positive significant difference in the experimental group. The t-test to test hypothesize also shows that it is accepted which said that there is an improvement on the students` speaking competence achievement. In conclusion, the role playing application effects on the significant difference on the students speaking competence achievement.
Keywords: Role Playing, Speaking Competence
Universitas Pesantren Tinggi Darul Ulum Jombang
2019-04-01
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
http://journal.unipdu.ac.id/index.php/educate/article/view/1500
Educate; Vol. 2 No. 2 (2013)
Educate; Vol 2 No 2 (2013)
2301- 5101
eng
http://journal.unipdu.ac.id/index.php/educate/article/view/1500/863
Copyright (c) 2019 Educate
oai:ojs.test1.journal.unipdu.ac.id:article/1509
2019-04-20T05:04:26Z
educate:ART
oai:ojs.test1.journal.unipdu.ac.id:article/1510
2019-04-20T05:08:37Z
educate:ART
oai:ojs.pkp.sfu.ca:article/1511
2019-04-21T06:24:22Z
educate:ART
PEMBUATAN LAGU UNTUK PENGAJARAN IRREGULAR ADVERBS DAN IRREGULAR PLURALS BERIRAMA QASIDAH
maisarah, maisarah
Penelitian ini bertujuan membantu pelajar khususnya santri di pondok pesantren Darul Ulum Jombang dalam mengingat kosa kata bahasa Inggris melalui lagu Berirama qasidah. Kosa kata bahasa Inggris yang dimaksud adalah Irregular Adverbs dan Irregular Plural. Model pengembangan Hannafin dan Peck Design diterapkan dalam penelitian ini. Ada tiga fase dalam model ini, yaitu fase Analisis Kebutuhan, fase Pendesainan, dan fase Evaluasi/Penilaian. Penelitian ini menghasilkan dua lagu. Lagu pertama yaitu Mabruk Alfa Mabruk yang digunakan untuk menghapalkan kosa kata Irregular Adverbs. Dalam lagu ini siswa dapat menghapal sebanyak 8 irregular Adverbs lengkap dengan perubahan serta artinya. Lagu kedua yaitu Mayjuz yang digunakan untuk menghapalkan kosa kata Irregular Plural. Dalam lagu ini siswa dapat menghapal sebanyak 26 irregular adverbs beserta perubahannya.
Universitas Pesantren Tinggi Darul Ulum Jombang
2015-05-06
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
http://journal.unipdu.ac.id/index.php/educate/article/view/1511
Educate; Vol. 4 No. 2 (2015)
Educate; Vol 4 No 2 (2015)
2301- 5101
eng
http://journal.unipdu.ac.id/index.php/educate/article/view/1511/880
Copyright (c) 2017 Educate